This text shows how to integrate storytelling into curriculum design and use the principles of storytelling as a measurement of learning and literacies. It also covers important copyright and fair use information, and offers numerous implementation tips, concrete examples, and illustrative video clips. Aimed at primary and secondary teachers, the book is designed to help them: Teach their students to create digital stories that employ effective principles of storytelling, technology application, and media technique.; Use digital storytelling as a tool to promote the development of emerging literacies, such as digital and media literacy, as well as traditional literacies, such as reading, writing, speaking, and art.; Help students use digital storytelling as an academic tool to explore content and to communicate what they understand.; Understand the importance of combining the power of story and critical thinking as an approach to teaching and learning.

Defining and Discussing Digital Storytelling: Helping Teachers See, Think, and Talk About Digital Storytelling
Defining and discussing digital storytelling: Helping teachers see, think, and talk about digital storytelling
Defining Digital Story

Ohler's axiom of vagueness states that combining two vague, expansive concepts produces something that is at best only slightly less vague and expansive than either one individually. Such is the case with combining “digital” and “story.” “Digital” refers to literally anything associated with the information age, and “story” means so many things to so many people that it defies strict definition. Combining the two terms covers a good deal of territory and evokes the following description rather than definition: digital storytelling (DST) uses personal digital technology to combine a number of media into a coherent narrative.

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